QUESTIONNAIRE ON NORMS AND STANDARDS FOR QUALITY OF EDUCATION BY THE SPECIAL RAPPORTEUR ON THE RIGHT TO EDUCATION

Size: px
Start display at page:

Download "QUESTIONNAIRE ON NORMS AND STANDARDS FOR QUALITY OF EDUCATION BY THE SPECIAL RAPPORTEUR ON THE RIGHT TO EDUCATION"

Transcription

1 Masarykova 16, 1000 Ljubljana T: F: E: QUESTIONNAIRE ON NORMS AND STANDARDS FOR QUALITY OF EDUCATION BY THE SPECIAL RAPPORTEUR ON THE RIGHT TO EDUCATION (UNITED NATIONS HUMAN RIGHTS COUNCIL) 1. NATIONAL LAWS, REGULATIONS AND POLICIES ESTABLISHING NORMS AND STANDARDS FOR QUALITY OF EDUCATION General Organization and Financing of Education Act School Inspection Act Institutes Act Recognition and Evaluation of Education Act Scholarship Act School Meals Act Rules on in-service training of educational professionals Modernisation of Educational Activities Rules Rules on approving textbooks Rules on the introduction of a new method for financing and organizing educational work in secondary technical schools, vocational colleges and halls of residence for secondary school students Decree on the introduction and use of classification system of education and training Single structure education (integrated primary and lower secondary education) Elementary School Act Rules on the Norms and Standards for Performing the Programme of Elementary School Rules on the Assessment of Knowledge and Promotion of Pupils in the Elementary School Rules on the implementation of differentiation at classes in elementary schools Rules on National Examinations in Elementary Schools Rules on norms and standards for the implementation of the elementary school programme in bilingual elementary schools and elementary schools with Italian as teaching language Upper Secondary Education Gimnazije Act Vocational Education Act Matura Examination Act Rules on secondary school enrolment Rules on the Assessment of Knowledge in Secondary Schools Rules on the General Matura Examination Rules on the Vocational Matura Examination Regulations on the Final Examination 1

2 Rules on Norms and Standards for Implementation of Educational Programs and a Schooling Program in Secondary Education Rules on the Method for Conducting Examinations for Candidates with Special Needs Rules on criteria and standards for bi-lingual secondary schools Rules on criteria and standards for secondary schools delivering instruction in Italian Rules on the School Order in the Secondary Schools Special education needs provision Placement of Children with Special Needs Act Rules on the organisation and methods of work of commissions for the placement of children with special needs and on criteria for determining the type and degree of disadvantages, impairments and disabilities of children with special needs Rules on additional expert and physical assistance to children and youth with special needs The above legislation can be found on the web page: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:legislation Policy paper - White Paper on Education in the Republic of Slovenia, 2011: Strategy of Lifelong Learning (2007) 2. NORMS, STANDARDS AND MINIMAL REQUIREMENTS a) School infrastructure The school infrastructure is stipulated by Guidelines for construction of school buildings in The Republic of Slovenia. The school area comprises: - land under building - functional and school courtyards with or without playground, - school garden for practical lessons - green areas - sport facilities. School buildings must ensure flexibility and adaptability. The school building comprises: entrance hall, rooms for all the cycles of (basic) school, common school places (library, multimedia classroom, toilets, multipurpose hall, kitchen etc.), administrative offices, sport facilities and others. The guidelines give instructions for the calculation of the number of classrooms per school. b) Class size and pupil-teacher ratio The basic school comprises three three-year cycles. Children of the same age are grouped in years. Pupils of the same year are grouped in classes; in smaller schools there are also multi-year classes that combine pupils of two or three years. There may be no more than 28 pupils in one classroom. For classes in bilingual schools (Slovenian/Hungarian), in schools where Italian is the language of instruction, in classes for pupils with special needs, for Roma pupils and in multi-year mixed classes, lower quotas apply. The quotas are determined by the Minister and published in relevant regulations. Schools may group pupils in streamed groups or split them into smaller heterogeneous groups. In the first three-year cycle, children are taught by a class teacher. In the first half of lessons in year one, a preschool teacher is also present. In the second cycle, the class teacher still delivers most lessons; however, 2

3 individual subjects are gradually taken over by specialist teachers. In the third cycle, lessons are delivered by specialist subject teachers. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:organisation_of_single_structure_educati on At the time of enrolment in General Upper Secondary Education students are generally of 15 years old. Education is organised in a single cycle of two to five years' duration, depending on the type of the programme. In individual classes pupils are of the same age. Generally teachers teach the same subjects to the same students for several school years. The size of classrooms and division of students into groups are regulated by acts adopted by the school minister Students are distributed into groups of no less than 17 and no more than 32 students, while the groups can include even up to 33 or 34 students upon the consent of the school minister. If the group includes students with special needs the number of students in the group decreases. In school year 2009/10 teacher on average taught 12 pupils (from 1th to 6th year 16 pupils, from 7th to 9th 8 pupils). In General Upper Secondary Education one teacher on average taught 13 students. ( Statistical office of RS) c) Teacher qualification Qualifications and working conditions of pedagogical staff in schools are prescribed by general national regulations (Employment Relationships Act, Civil Servants Act, Salary System in the Public Sector Act...), as well as school education regulations. The Organization and Financing of Education Act prescribes all areas from preschool teachers to teachers at vocational colleges. Thus, the school legislation prescribes: profiles of pre-school and other teachers who teach at each level of the education system (from pre-school to higher education); general qualification conditions (level, professional knowledge, knowledge of the language of instruction); competencies for making decisions about their qualifications according to the subjects or subject areas; undergoing traineeship and taking the teaching certification examination; competencies and procedures regarding employment and dismissal; specific characteristics of working conditions (field of work, teaching obligations, advancement), and professional development. These areas are prescribed in greater detail by rules and regulations issued by the Minister of Education in cooperation with responsible councils of experts and after consulting with the teachers' union. Regulations on education determine the qualifications of the teaching staff and those working conditions that are typical of a particular area of education. Teachers in basic and upper secondary schools with a few exceptions are required by law to have Bologna second cycle qualifications or equivalent. Teachers and pre-school teachers at all levels of public education are public servants. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:teachers_and_education_staff d) Working conditions for teachers and their professional development Teachers at all levels of public education are public servants. Their salaries, labour relations and retirement are unified across the state. The Employment Relationships Act determines employment with contracts, single 40- hour weekly workload, types and forms of labour relations, payments, holidays and similar subjects. Individual rights from labour relations are subject to negotiations between the government and unions and are regulated by 3

4 collective agreements. A special law regulates the obligatory pension and disability insurance by virtue of intergenerational solidarity. Working conditions in schools are roughly determined by general labour legislation, legislation on public servants and school legislation. Individual aspects such as traineeship, teaching certification examination and advancement are stipulated by executive acts issued by the Minister of Education. The scope of individual rights is subject to negotiations between the Minister and teachers unions. Negotiations are concluded with the Education Collective Agreement. The right and duty of teachers to continual professional development is stipulated by law and more specifically by regulations. The law determines the right of pedagogical staff to 5 days of in-service training a year or 15 days over three years. The Ministry of Education organises and finances in-service training for pedagogical staff. The aim is the professional development of pedagogical staff, the development of public schools as well as the entire educational system, thereby improving its quality and efficiency. The regulations regarding the professional development of teaching staff issued by the Minister of Education manage the organisation and financing of the programmes, decision-making bodies and their authorities, as well as the awarding and recognition of points for advancement of pre-school teachers and teachers. e) School curricula content and pedagogical materials Education programmes, subjects, number of lessons The basic school programme is laid down by the syllabus and curricula for compulsory and elective subjects and includes guidelines and educational concepts that define other methods of work with children, cross curricular contents and other documents that assist teaching staff in their work. The programme also stipulates the skill requirements for specific subject teachers. In accordance with the Basic School Act, the following subjects are mandatory in the basic school: Slovenian language; two foreign languages, history, social sciences, geography, civic and patriotic education and ethics, mathematics, natural sciences, environmental education, technical education (including ICT), chemistry, biology, physics, visual arts, music, sports education, technology and home economics. For pupils in the third cycle, schools provide a range of elective subjects. The basic school curriculum specifies: the number of mandatory and elective subjects and subject areas for each year; elective subjects; the number of hours dedicated to class; the scope of extra-curricular non-mandatory basic school programme; the minimum number of lessons required to realise the curriculum. A school is free to organise the weekly number of lessons for each school year in a different way from what the curriculum stipulates (flexible time-table). Schools in ethnically mixed areas follow an adapted curriculum. Textbooks and other study materials used in schools are approved by the National Expert Council for General Education. Textbooks are forwarded into approval by authors, translators, companies, institutes, or other legal or natural persons; most frequently by publishing houses. There are several textbooks available for individual subjects. The school makes an autonomous decision on the textbooks, study notebooks and other teaching aids used in the school and must seek approval from parents for its selection. Pupils may borrow textbooks from textbook banks operating in schools. There are no specific guidelines for textbooks, but writing or revising textbooks has to be in accordance with legislative objectives and aims included in the curricula and subject syllabuses. 4

5 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:teaching_and_learning_in_single_struct ure_education f) Teaching-learning process Knowledge standards, objectives and main contents for each subject are stipulated by subject syllabi. Within this framework, teachers make autonomous decisions with regard to teaching methods and adjustments of contents for specific circumstances. Annexes to the syllabi include special didactic recommendations whose purpose is to encourage teachers to apply such didactic techniques that promote the pupil's active participation in knowledge acquisition and development of skills, and focus on the learning process. Homework is an integral part of the learning process in which pupils revise and test their knowledge and skills and develop strategies of independent learning. g) School-management, including student and parents participation Administrative bodies in basic schools include school boards and head teachers. The school board includes representatives of the founder, staff and parents; in upper secondary schools it also includes a student representative. The founder the municipality or the government participate in the management of schools through their representatives on the board and directly through administrative procedures. A school board has the responsibility to appoint and dismiss the head teacher; to adopt the school programme, the annual work plan and reports on its realisation. School bodies include parent councils who have the right to give their consent to the extracurricular programme and to appoint their representatives to boards, but otherwise play only an advisory role. They provide school bodies with recommendations and views. Since 2008, parents have the right to adopt their own programme of cooperation with the school and can join local and national associations. The head teacher has a double role: he or she is the pedagogical leader and the manager. The head teacher is directly responsible for the implementation of school regulations, however, within this framework, he or she is autonomous in making decision regarding the selection and employment of staff; supervision of teachers; making decisions with regard to their promotion to higher pay classes, and allocation of funds for material costs. Pedagogical staff are organised in professional bodies where they make autonomous decisions on professional issues, programme upgrades, disciplinary issues and they provide their recommendations to the head teacher appointment. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:administration_and_governance_at_local _and/or_institutional_level h) Methods to evaluate student performance and assess learning outcomes Student performance and learning outcomes are evaluated and assessed by numerical and descriptive marks; assessment is oral and written, projects, pupils and students products, presentation, art work etc. are assessed as well. Pupils are also assessed by National examinations in basic and upper secondary schools. The rules of assessment and examination are stipulated by laws, different rules and regulations. For more information, see Annex. 3. INSTITUTIONAL MECHANISM USED TO COLLECT AND PROCESS INFORMATION AND TO ASSESS ADHERENCE TO NORMS AND STANDARDS Quality Assurance Responsibility for the quality of education in Slovenia is shared among 5

6 educational institutions, public institutes, evaluation bodies and agencies and the Government. Responsibilities for administrative control lie with the inspection authorities while the use of public funds is supervised by the Court of audit. The Ministry of Education is responsible for promoting the processes of evaluation and quality assurance in pre-school education, basic and upper secondary schools and, to a certain extent also in short-cycle higher education programmes. Self-evaluation of institutions, external evaluations of programmes and institutions and evaluation of the entire education system are stipulated by the law. Each year educational institutions must conduct a self-evaluation and report on it to their management bodies. Thereby they use traditional forms; i.e. annual analysis of overall students' success, reports of the school inspectorate, analyses of the results of external students' examinations and the findings of national and international research. For co-ordination of processes linked to the quality of preschool institutions and schools the Minister of Education appointed the Council for Quality and Evaluation (2008), which replaced the previous Council for Evaluation. Once a year, the Council proposes evaluation study programme, gives opinion on plans and reports of public institutes on modernisation of educational work, and prepares annual reports about its work for the Minister and responsible expert councils. Systematic external assessment of students as a form of external evaluation is stipulated by the law. It is important, both in the light of each individual institution and the annual evaluation of the basic school and upper secondary school system. Evaluation of the pre-university education system involves analysis of pupils' and students' achievements, findings of evaluation research and targeted research projects, as well as reports on the introduction of innovations in pre-school institutions and schools. The regulations of the Ministry of Education and Sport impose on educational institutions the obligation to conduct ongoing internal evaluations and authorise public agencies and evaluation bodies to organise external evaluations. For external evaluation of schools, the main method used is external assessment of knowledge at the end of the second three-year cycle in the basic school, upon completion of basic school and upon completion of upper secondary school. External administrative and educational evaluation of schools is also performed by the Inspectorate of the Republic of Slovenia for Education and Sport, a body within the Ministry of Education and Sport. Its organisation, areas of control and authorities are regulated by the School Inspection Act. The aim of school inspection is to ensure compliance and subsequently protection of pre-school children and other learners' rights. The areas of control include the organisation, financing and conduct of educational programmes. Monitoring, defined as a procedure of the systemic collection of information on the implementation of new programmes and new programme elements aimed at resolving problems in educational practice as they arise, is a responsibility of the National Education Institute (general education programmes), the Institute of the RS for Vocational Education and Training (vocational education programmes) and the Slovenian Institute for Adult Education (adult education programmes). Other forms of external evaluation of the education system include: analyses of national results and indicators in comparable international research projects (PISA, TIMSS, PIRLS, TALIS, SITES, CIVICS, EAG); analyses of results of basic, developmental and applicative research projects in all areas of education cofinanced by the Slovenian Research Agency. 6

7 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:organisation_of_private_education 4. INITIATIVES AND DEVELOPMENTS AIMING TO PROMOTE QUALITY IN EDUCATION During the last decade several new forms have been developed. The ministry implements them partly through projects and research and partly with systematic regulation. The latter comprise projects of self-evaluation and quality in educational institutions, external assessment in compulsory education and at the end of general and technical upper secondary education, monitoring and evaluation of novelties introduced in preschool institutions and schools; evaluation studies and international evaluations. The law obligates public research and development institutes to assess the effects of the introduction of novelties in school practice. Therefore their main task is to monitor the development of pre-school institutions and schools, provide them with professional support during the transfer of new findings into practice and assess the quality of practice implementation. 7

8 ANNEX: Ad 2 h) Methods to evaluate student performance and assess learning outcomes Assessment of pupils in basic schools Teachers assess pupils throughout the period when the subject is taught. In the first cycle (years one to three), teachers assess pupils' progress with descriptive grades. From year four onwards, teachers assess how well pupils meet knowledge standards in accordance with the prescribed curriculum with numerical grades on a scale from 1 to 5, whereby 1 is a negative grade and all others are positive grades. Teachers assess pupil's oral presentations, written work, art works, technical, practical and other projects. The pupil is assessed at least three times in a school year if no more than two lessons per week are assigned to the subjects, and at least six times in a year in all other subjects. The majority of grades must not be awarded on the basis of written work. Following examination, grades are recorded in the assessment book. Parents are informed of their child's grades in parental consultation meetings during the school year, and by a written report at the end of the first assessment period. At the end of the year, pupils are given their annual report which includes their final grades for the year and a statement regarding their advancement to the next year. Parents have the right to appeal the final grade. Their appeal is considered by a three-member committee appointed by the head teacher. At the end of year six and year nine, pupils are assessed in national examinations in the mother tongue and mathematics, in year six also in a foreign language, and in year nine in a subject determined by the Minister. Assessment in year six is not mandatory. Results do not affect pupils' grades; they are only additional information about their knowledge levels. For pupils who need learning assistance, schools organise additional lessons, and for those who go beyond the prescribed knowledge standards, supplementary lessons are available. Schools are free to adapt assessment to pupils who are enrolled in music schools, promising athletes, pupils with special needs and, since 2008/2009, to foreign pupils. The rules of assessment and examination are stipulated by the Basic School Act and by different rules and regulations. Progression of pupils Pupils from year one to year six progress from one year to another automatically. They may repeat a year due to poor school results, illness, move or other reasons, on the proposal of his or her parents and upon school's agreement with their proposal. When parents do not agree, the teachers assembly can make a decision that, due to poor school results, a pupil enrolled in years three to six must repeat a year. Pupils in years seven and eight may progress to the next year if they are awarded positive grades in all subjects at the end of the school year. If a pupil has three negative grades, he or she must repeat the year. Pupils with one or two negative grades must be given an opportunity to take a repeat exam at the end of school holidays. If they fail the exam, they must repeat the year. A pupil who has one or more negative grades in year nine is allowed to take a repeat examination in all subjects where he or she was awarded negative grades throughout the following school year. Parents have the right to appeal against the decision that their child must repeat the year. Their appeal is considered by a three-member committee. The pupil who fails to complete year nine within nine years has the right to another two years of education in the basic school. 8

9 On a parental recommendation or with their consent, a pupil can advance from year to year faster if he or she posts above average results. Such pupil does not take any additional examinations. The decision is taken by the teachers assembly. Certification The pupil who successfully completes year nine is issued a final certificate which includes final numerical grades in all subjects, the pupil's results in the national assessment expressed in percentage points, and a declaration that the pupil fulfilled the requirements of the basic school. A successful completion of the basic school is a prerequisite for enrolment in a short upper secondary vocational, an upper secondary vocational/technical or a gimnazija programme. When a pupil attended basic school and failed to complete year nine, the school may issue, on the pupil's request, a certificate which confirms that he or she fulfilled the requirements of basic school education. This certificate is required to enrol in short vocational upper secondary courses. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:assessment_in_single_structure_educati on Assessment in general upper secondary education General rules on testing and assessing students knowledge are set in the Gimnazije Act and the Vocational and Technical Education Act, while details are laid down in the ministerial act Rules on the Assessment of Knowledge in Secondary Schools. On the basis of above-listed regulations, schools prepare their own assessment rules as specified by the headperson and upon prior review by the teachers assembly. In general upper-secondary education, teachers assess and grade knowledge in all syllabi subjects and compulsory elective contents. In short-cycle vocational and vocational upper-secondary education and technical upper-secondary education, knowledge is assessed and tested in all syllabi subjects and technical modules and extra-curricular activities. During industrial placement, employers test and assess the knowledge and notify the school of the results. Teachers test the knowledge to establish if students attain learning objectives. They test the knowledge after they have worked through a specific subject matter and prior to a written assessment. Teachers mark students' oral and written assignments, artistic and other products, term papers, projects and speech presentation, as well as services. Assessment is public. Students are dully informed about learning objective, course material, methods, forms, criteria and terms of assessment, criteria for assessment, which study aids they can use and deadlines for grading of written work. Teachers inform students about the grades publicly during the period and allow them an insight into the corrected written exams. Parents and respective authorised tutors in resident halls for students, too, may ask to be granted an insight into the written exams. At the end of every assessment term except in the final year the students receive a transcription of marks, findings, and completed obligations. At the end of each year, students receive the end-of-year report. If they fail to fulfil all obligations, they receive a notification on their success. Students take the entrance examinations to meet additional enrolment qualification (talent, skills or language skills). Students take the subject examinations to advance more rapidly, improve their subject final mark or to change the education programme. Students who failed to obtain the final mark in a specific subject until the end of the year take extra examinations, and re-take examinations are available to students who failed in a specific subject at the end of the year. 9

10 Progression of students Students progress if they receive positive marks in all subjects and fulfil all obligations. The students with a negative mark in up to three subjects at the end of school can sit re-take exams. Students who fail to fulfil all obligations until the end of school can retake the year. The special needs students, students who are enrolled parallel in multiple programmes, prospective sportsmen, and students who failed to fulfil all study requirements on account of parenting, exceptional social and family circumstances, as well as illness or other valid reasons can retake the same year several times. Head-teacher may decide whether a student who failed to fulfil all study requirements due to unknown reasons can progress to a higher year. In that case, the head-teacher sets out the terms and conditions for the student to fulfil the missing requirements. Students can complete the education sooner as specified in the curriculum. It is the school faculty that decides on this option. To fulfil their requirements students sit the subject exams. Certification Students complete their education in upper-secondary general education with the general matura exam and the secondary school leaving certificate. The completion of education and general matura exam are regulated by the Matura Examination Act and ministerial rule Rules on the General Matura Examination. The certificates on education are regulated by two ministerial rules, namely the Rules on School Documentation in Secondary Education and the Rules on Forms of Public Documents in Secondary Education. The general matura is an external examination at national level. Students take exams in five subjects. Three subjects (mother tongue, mathematics, and foreign language) are compulsory, while students may opt for two from the list of matura subjects. The Expert Council of the Republic of Slovenia for General Education is responsible to compile such list, namely upon the proposal of the National Committee for the General Matura and with the consent of senates of universities and independent higher education institutions. Examinations in some subjects can be taken at two difficulty levels. The National Committee for General Matura as appointed by the minister is responsible to administer the general matura examination at the national level. At individual schools, the administration of the matura examination is the responsibility of the school matura committee, presided by the head-teacher. Technical and professional support needed to set up the examination materials and execute the assessment is the responsibility of the National Examinations Centre. The successful passing of the general matura examination grants candidates the right to enrol in university study programmes and all other tertiary education programmes. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:assessment_in_general_upper_seconda ry_education Technical Upper secondary education In the technical upper secondary education, students take the vocational matura exam at the end of the programme. Students who pass the vocational matura examination receive a school leaving certificate. There are two acts relevant for the vocational matura exam and successful completion of the education programme: the Matura Examination Act and the ministerial rule the Vocational Matura Rules. 10

11 Upon the completion of education at a technical upper secondary institution, the student takes the vocational matura exam as a form of final exam before the school examination committee of teachers and also (an option) external professionals that competent chambers of employers and representative unions nominate. The vocational matura exam is a two-part examination, namely compulsory of written and oral exam in mother tongue and theoretical-technical subject and elective part of oral and written exam in foreign language or mathematics, and a seminar thesis or product or service with oral defence to demonstrate the practical skills for a chosen occupation. Passing the vocational matura exam renders students the right to enrol in technical higher education programmes or technical short-cycle higher education programmes. Students may pursue their studies in certain university programmes, but they do have to take and pass another exam in one of the general matura subjects. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:assessment_in_technical_upper_second ary_education Vocational Upper Secondary Education Students in vocational upper secondary and short upper secondary education complete their studies with a final examination and thereby receive a school leaving certificate. There is a ministerial rule relevant, namely the Regulations on the Final Examination; schools, too, dispose of their own rules that the head-teacher adopts upon prior opinion of the school teachers' assembly. Students who have successfully completed vocational upper secondary education take a final examination before a school examination committee that may comprise of external professionals as nominated by the competent chamber of employers and representative unions along with the teachers. Passing the final examination renders students the right to enrol in vocational-technical education programmes and after a certain period of experience the right to take the master craftsman exam. Students who have successfully completed short vocational upper secondary education can take the final exam in the presence of an examination committee including teachers and can also include experts nominated by the relevant chamber of employers. Upon completion, the student receives the final examination certificate, which is a public document. Upon completion of education, students in lower vocational education take the final examination before the school examination committee including teachers and can also include external experts nominated by the relevant chamber of employers and representative unions. The completed final examination grants candidates the right to enrol for the initial year of any other upper secondary education programme. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/slovenia:assessment_in_vocational_upper_secon dary_education 11

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/XV

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/XV World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2011/CP/WDE/XV Slovenia Updated version, November 2011. Principles and general objectives of education

More information

Age Starts at the age of 6 or 7 Duration 8 years in general (can be 4 or 6 years depending on the type of

Age Starts at the age of 6 or 7 Duration 8 years in general (can be 4 or 6 years depending on the type of HUNGARY Introduction The Hungarian educational system is one of the most decentralised educational systems in Europe. The administrative responsibilities are shared horizontally between the Hungarian Ministry

More information

Level of Education, General Education Minimum and Curriculum Act

Level of Education, General Education Minimum and Curriculum Act Level of Education, General Education Minimum and Curriculum Act Promulgated, SG No. 67/27.07.1999, effective 27.07.1999, amended and supplemented, SG No. 90/24.09.2002, effective 24.09.2002, SG No. 95/8.10.2002,

More information

National summary sheets on education system in Europe and ongoing reforms. 2009 Edition

National summary sheets on education system in Europe and ongoing reforms. 2009 Edition National summary sheets on education system in Europe and ongoing reforms 2009 Edition National summary sheets on education systems in Europe and ongoing reforms FINLAND AUGUST 2009 1. Education population

More information

Act on the Folkeskole The Danish Primary and Lower Secondary School

Act on the Folkeskole The Danish Primary and Lower Secondary School Act on the Folkeskole The Danish Primary and Lower Secondary School Ministry of Education Consolidation Act No. 55 of 17 January 1995 Chapter 1 The Aims of the Folkeskole 1. (1) The Folkeskole shall -

More information

STATUTES OF CURRICULUM

STATUTES OF CURRICULUM ADOPTED by the Senate of the University of Tartu Regulation no. 11 of 27 April 2012 (effective as of 27.04.2012) AMENDED by the Senate of the University of Tartu Regulation no 22 of 21 December 2013 (effective

More information

Scope of the programme. Objectives of programme. Approved 2012-02-28 Dnr FAK 2011/555 Humanities and Social Sciences

Scope of the programme. Objectives of programme. Approved 2012-02-28 Dnr FAK 2011/555 Humanities and Social Sciences Approved 2012-02-28 Dnr FAK 2011/555 Humanities and Social Sciences Third-cycle (postgraduate research) training programmes are regulated in the Higher Education Act: the Higher Education Ordinance and

More information

Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen

Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen Curriculum for the Master of Laws (LL.M.) at the University of Copenhagen This document is a translation produced solely for guidance purposes. The Danish language version of this document is the only

More information

AMENDMENTS TO THE REGULATION ON UNDERGRADUATE AND GRADUATE STUDY PROGRAMMES THE CENTRE FOR CROATIAN STUDIES OF THE UNIVERSITY OF ZAGREB

AMENDMENTS TO THE REGULATION ON UNDERGRADUATE AND GRADUATE STUDY PROGRAMMES THE CENTRE FOR CROATIAN STUDIES OF THE UNIVERSITY OF ZAGREB Pursuant to the Scientific Activity and Higher Education Act (Official Gazette No. 123/03, 198/03, 105/04, 174/04, 02/07, 46/07, 45/09, 63/11 and 94/13), the Regulations on undergraduate and graduate studies

More information

Guide through the Croatian education system

Guide through the Croatian education system Guide through the Croatian education system Ministry of science, education and sports, Republic of Croatia FIRST STEPS OF EDUCATION The education system in the Republic of Croatia starts in kindergartens

More information

LAW ON PRIMARY EDUCATION

LAW ON PRIMARY EDUCATION LAW ON PRIMARY EDUCATION ("The Official Gazette of RS", No. 50/92, 53/93, 67/93, 48/94, 66/94 Parliament Decision, 22/2002, 62/2003 other law, 64/2003 correction of other law, and 101/2005 other law) I

More information

Chapter 7. The Physics Curriculum in the Participating Countries

Chapter 7. The Physics Curriculum in the Participating Countries Chapter 7 The Physics in the Participating Countries The physics assessment for TIMSS Advanced 2008 was developed according to a framework designed to reflect the physics studied around the world in science

More information

education in finland Finnish education in a nutshell

education in finland Finnish education in a nutshell Finnish education in a nutshell education in finland A central objective is to provide all citizens with equal opportunities. 6 5 A 4 3 1&2 0 iscedclassification duration in years 0 5 1 9 3 3 2 Education

More information

education in finland Finnish education in a nutshell

education in finland Finnish education in a nutshell Finnish education in a nutshell education in finland 2 Finnish education in a nutshell A central objective is to provide all citizens with equal opportunities. Education system in Finland 6 Doctoral degrees

More information

The Compulsory School Act

The Compulsory School Act 1 The Compulsory School Act No. 91, 12 June 2008 CHAPTER I Scope and Role of the Compulsory School, Compulsory Education Article 1 Scope This Act covers compulsory schools run by local authorities, private

More information

STATUTE OF THE POLISH ACCREDITATION COMMITTEE

STATUTE OF THE POLISH ACCREDITATION COMMITTEE Annex to Resolution No. 1/2015 of the Polish Accreditation Committee of 23 February 2015 STATUTE OF THE POLISH ACCREDITATION COMMITTEE 1. 1. The Polish Accreditation Committee, hereafter referred to as

More information

Polytechnics Act 351/2003 (As amended up to 2009)

Polytechnics Act 351/2003 (As amended up to 2009) Unofficial translation Finnish legislation valid only in Finnish and Swedish Polytechnics Act 351/2003 (As amended up to 2009) Chapter 1. General provisions Section 1. Scope of application This Act applies

More information

University of Tampere s Regulations on Degrees

University of Tampere s Regulations on Degrees 1/14 These Regulations on Degrees enter into force on 1 August 2015. NB: This is an unofficial translation. In the event of any discrepancies between the Finnish and English versions, the original Finnish

More information

2nd Cycle Master Study Programme Arts Therapy

2nd Cycle Master Study Programme Arts Therapy 2nd Cycle Master Study Programme Arts Therapy The post-graduate master study programme of ArtsTherapy is based on the existent specialist programme; the prior undergraduate study programme thereof is non-existent.

More information

Response of the Republic of Korea to the Questionnaire on Norms and Standards for Quality of Education

Response of the Republic of Korea to the Questionnaire on Norms and Standards for Quality of Education Response of the Republic of Korea to the Questionnaire on Norms and Standards for Quality of Education 1. List of existing national laws, regulations and policies establishing norms and standards for quality

More information

THE LAW ON PRESCHOOL EDUCATION I. BASIC PROVISIONS

THE LAW ON PRESCHOOL EDUCATION I. BASIC PROVISIONS THE LAW ON PRESCHOOL EDUCATION I. BASIC PROVISIONS Subject Matter Article 1 This Law regulates preschool education as a part of a unified system of education. Preschool education is implemented in compliance

More information

Estonian Higher Education Strategy, 2006 2015

Estonian Higher Education Strategy, 2006 2015 Estonian Higher Education Strategy, 2006 2015 INTRODUCTION This document specifies the strategic areas of development for Estonian higher education over the next 10 years. The developmental areas as approved

More information

Act on the education and recruitment of teachers and administrators of preschools, compulsory schools and upper secondary schools

Act on the education and recruitment of teachers and administrators of preschools, compulsory schools and upper secondary schools Legislation in force Icelandic legislation 1 January 2014 Edition No 143a Act on the education and recruitment of teachers and administrators of preschools, compulsory schools and upper secondary schools

More information

Curricula s Common Part for the Faculty of Social Sciences

Curricula s Common Part for the Faculty of Social Sciences Curricula s Common Part for the Faculty of Social Sciences 1 Introduction... 3 2 Duration and ECTS credits... 3 2.1 Requirements for passing... 3 2.2 Study activity requirements... 4 3 Structure of the

More information

FINAL REPORT - Montenegro

FINAL REPORT - Montenegro Referencing the Montenegrin Qualifications Framework to the European Qualifications Framework for Lifelong Learning and the Qualifications Framework for the European Higher Education Area FINAL REPORT

More information

Koroška cesta 160 2000 Maribor, Slovenia

Koroška cesta 160 2000 Maribor, Slovenia Koroška cesta 160 2000 Maribor, Slovenia UNIVERSITY OF MARIBOR FACULTY OF EDUCATION Koroška cesta 160, 2000 Maribor Phone: 02 22 93 600, fax: 02 22 93 760 http://www.pef.um.si/ Detailed information: Natalija

More information

Rules of Doctoral Studies at the Gdansk University of Technology

Rules of Doctoral Studies at the Gdansk University of Technology Rules of Doctoral Studies at the Gdansk University of Technology 1 1. The rules of Doctoral Studies determine the organization and course of studies and the related rights and duties of a doctoral student.

More information

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2012/CP/WDE/PL

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2012/CP/WDE/PL World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2012/CP/WDE/PL Poland Updated version, February 2012. Principles and general objectives of education

More information

------------------------- Higher Education Institution DIPLOMA SUPPLEMENT

------------------------- Higher Education Institution DIPLOMA SUPPLEMENT ------------------------- Higher Education Institution Priloga št. 2 DIPLOMA SUPPLEMENT The Diploma supplement is issued pursuant to Article 32a of the Higher Education Act (Uradni list RS (Official Gazette

More information

Hungarian Government Decree No. 71/1998. (IV. 8.)

Hungarian Government Decree No. 71/1998. (IV. 8.) Hungarian Government Decree No. 71/1998. (IV. 8.) on the rules of the certified examination of foreign language attainment and on language exam certificates Based on the pre-eminent interest of society

More information

The Graduate School of Education (Master s Program) seeks students who will be admitted in April, 2011, as follows.

The Graduate School of Education (Master s Program) seeks students who will be admitted in April, 2011, as follows. The Graduate School of (Master s Program) seeks students who will be admitted in April, 2011, as follows. 1. Number of Students to be Admitted and the Examination Venue Master s Program Enrollment Examination

More information

Higher Education Institution Act No. 63/2006

Higher Education Institution Act No. 63/2006 Higher Education Institution Act No. 63/2006 (Draft translation) Chapter I Scope of the Act Role of Higher Education Institutions. Article 1 This Act applies to educational institutions providing higher

More information

GUIDELINES TO THE CRITERIA FOR ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS IN BOSNIA AND HERZEGOVINA

GUIDELINES TO THE CRITERIA FOR ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS IN BOSNIA AND HERZEGOVINA GUIDELINES TO THE CRITERIA FOR ACCREDITATION OF HIGHER EDUCATION INSTITUTIONS IN BOSNIA AND HERZEGOVINA Since joining the Bologna Process in Berlin, 2003, Bosnia and Herzegovina has also taken on a commitment

More information

DoQuP project. WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries

DoQuP project. WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries DoQuP project WP.1 - Definition and implementation of an on-line documentation system for quality assurance of study programmes in partner countries Deliverable 1.3 - Methodologies and procedures of definition,

More information

Programme Study Plan. Secondary Education Programme

Programme Study Plan. Secondary Education Programme Faculty Board for Teacher Education Programme Study Plan Secondary Education Programme Programme Code Programme Title LAALP Secondary Education Programme Credits/ECTS: 270/300/330 Programme Approval The

More information

ANNEX E. Czech Republic

ANNEX E. Czech Republic Czech Republic Population: 10.24 m. Fertility rate: 1.18. GDP per capita: USD 15 100. Children under 6years: 540 000. Female labour force participation: Female labour force participation rate for women

More information

2 Education council. 3 Graduate School

2 Education council. 3 Graduate School Approved on the University Board s meeting March 20,, 2015 DEGREE REGULATIONS of the UNIVERSITY of VAASA NB! This is a translation from Finnish. In case of controversial interpretations, the original Finnish

More information

Regulations of the Graduate School of Communication Science of the Department 06 of the Westfälische Wilhelms University Muenster

Regulations of the Graduate School of Communication Science of the Department 06 of the Westfälische Wilhelms University Muenster Regulations of the Graduate School of Communication Science of the Department 06 of the Westfälische Wilhelms University Muenster 1 Tasks and objectives 2 About the regulations 3 Structure of the Graduate

More information

General Syllabus for Third Cycle Studies for the Degree of Doctor in Systematic Theology

General Syllabus for Third Cycle Studies for the Degree of Doctor in Systematic Theology GENERAL SYLLABUS 15 January 2014 Reg. no U 2014/44 1 Centre for Theology and Religious Studies Systematic Theology General Syllabus for Third Cycle Studies for the Degree of Doctor in Systematic Theology

More information

of 13 December 2002 (Status as of 1 January 2016)

of 13 December 2002 (Status as of 1 January 2016) English is not an official language of the Swiss Confederation. This translation is provided for information purposes only and has no legal force. Federal Act on Vocational and Professional Education and

More information

National system overview on education systems in Europe LUXEMBOURG NOVEMBER 2011

National system overview on education systems in Europe LUXEMBOURG NOVEMBER 2011 Luxembourg (November 2011) National system overview on education systems in Europe LUXEMBOURG NOVEMBER 2011 1. Education population and language of instruction In 2009-2010, the number of young people

More information

Act on the Promotion of Immigrant Integration (1386/2010) Chapter 1 General provisions. Section 1 Purpose of the Act. Section 2 Scope of application

Act on the Promotion of Immigrant Integration (1386/2010) Chapter 1 General provisions. Section 1 Purpose of the Act. Section 2 Scope of application NB: Unofficial translation, legally binding only in Finnish and Swedish Ministry of Employment and the Economy, Finland Act on the Promotion of Immigrant Integration (1386/2010) Chapter 1 General provisions

More information

Encouraging Quality in Early Childhood Education and Care (ECEC)

Encouraging Quality in Early Childhood Education and Care (ECEC) Encouraging Quality in Early Childhood Education and Care (ECEC) STRATEGIES TO TACKLE CHALLENGES IN IMPROVING WORKFORCE DEVELOPMENT AND WORKING CONDITIONS Challenge 1: Improving staff qualifications Qualifications

More information

THE MASTER'S DEGREE IN ENGLISH

THE MASTER'S DEGREE IN ENGLISH Academic regulations for THE MASTER'S DEGREE IN ENGLISH THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1 Framework conditions Title Prepared by Effective date Prescribed points Master s degree

More information

Inclusive education in Estonia

Inclusive education in Estonia Inclusive education in Estonia Imbi Henno General Education Department June 14, 2012 1 General information Area: 45 000 km 2 Total population: 1,294,000 (2012) 24,000 students have indicated a special

More information

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/RU

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/RU World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2011/CP/WDE/RU Revised version, September 2011. Russian Federation Principles and general objectives

More information

PhD Degree Programme in Business, Economics and Statistics and Doctoral Degree Programme in Business, Economics and Statistics

PhD Degree Programme in Business, Economics and Statistics and Doctoral Degree Programme in Business, Economics and Statistics PhD Degree Programme in Business, Economics and Statistics and Doctoral Degree Programme in Business, Economics and Statistics Faculty of Business, Economics and Statistics Brünner Straße 72 A-1210 Vienna

More information

PARLIAMENT OF THE REPUBLIC OF LITHUANIA RESOLUTION RE. PROVISIONS OF THE NATIONAL EDUCATION STRATEGY 2003-2012. No. IX-1700, 4 July 2003 Vilnius

PARLIAMENT OF THE REPUBLIC OF LITHUANIA RESOLUTION RE. PROVISIONS OF THE NATIONAL EDUCATION STRATEGY 2003-2012. No. IX-1700, 4 July 2003 Vilnius PARLIAMENT OF THE REPUBLIC OF LITHUANIA RESOLUTION RE. PROVISIONS OF THE NATIONAL EDUCATION STRATEGY 2003-2012 No. IX-1700, 4 July 2003 Vilnius Taking into consideration the President s Decree on the Approval

More information

Study, Internship, and Examination Regulations. Academy Profession and Bachelor Degrees INTERNATIONAL BUSINESS COLLEGE MITROVICA

Study, Internship, and Examination Regulations. Academy Profession and Bachelor Degrees INTERNATIONAL BUSINESS COLLEGE MITROVICA Study, Internship, and Examination Regulations Academy Profession and Bachelor Degrees INTERNATIONAL BUSINESS COLLEGE MITROVICA These study and examination regulations apply for the two year Academy Profession

More information

Università Commerciale Luigi Bocconi

Università Commerciale Luigi Bocconi Università Commerciale Luigi Bocconi PhD Programs Academic Rules and Regulations Pursuant to MIUR decree no.45, art. 5, 8th February 2013 1 Art. 1 Sphere of Implementation 1.1 The Rules and Regulations

More information

REGULATIONS FOR FIRST DEGREE CURRICULA 1

REGULATIONS FOR FIRST DEGREE CURRICULA 1 REGULATIONS FOR FIRST DEGREE CURRICULA 1 (See also General Regulations) UG 1 Definitions: For the purpose of regulations and syllabuses for all first degree curricula unless otherwise defined An academic

More information

The Polish State Accreditation Committee

The Polish State Accreditation Committee The Polish State Accreditation Committee 1. Legal basis The Act of 20th July 2001, amending the existing Higher Education Act, established the State Accreditation Committee as the legal body working for

More information

National Education Law (2014, Parliamentary Law No. 41 ) 1376, New Moon of Thadingyut 7 th day (September 30, 2014)

National Education Law (2014, Parliamentary Law No. 41 ) 1376, New Moon of Thadingyut 7 th day (September 30, 2014) National Education Law (2014, Parliamentary Law No. 41 ) 1376, New Moon of Thadingyut 7 th day (September 30, 2014) The Union Parliament creates this law. Chapter 1 Name and Definition of Terms 1. This

More information

Screening report Turkey

Screening report Turkey 13 February 2006 Screening report Turkey Chapter 26 Education and Culture Date of screening meetings: Explanatory meeting: 26 October 2005 Bilateral meeting: 16 November 2005 1 I. CHAPTER CONTENT The areas

More information

THE NATIONAL AGENCY FOR SCHOOL EVALUATION

THE NATIONAL AGENCY FOR SCHOOL EVALUATION THE NATIONAL AGENCY FOR SCHOOL EVALUATION 2013 10 29 Vilnius info@nmva.smm.lt CHANGING THE CULTURE From Towards Value Fear Attitude to work well Goal Compliance School improvement Quality Instruction Agreement

More information

Education system. Ghana. The Ghanaian education system described and compared with the Dutch system

Education system. Ghana. The Ghanaian education system described and compared with the Dutch system Education system Ghana The Ghanaian education system described and compared with the Dutch system This document provides information about the education system of Ghana. It also includes the Dutch comparison

More information

RS Official Gazette, No 38/2015

RS Official Gazette, No 38/2015 RS Official Gazette, No 38/2015 Pursuant to Article 92, paragraphs 4 and 5, and Article 105, paragraphs 4 and 5 of the Law on Insurance (RS Official Gazette, No 139/2014) and Article 15, paragraph 1 of

More information

Country Report on Adult Education in CROATIA

Country Report on Adult Education in CROATIA Country Report on Adult Education in CROATIA Helsinki, 2011 Please check our website for the latest version of this country report via the following url or QR-code, or contact us directly at eaea-info[at]eaea.org.

More information

RECOGNITION OF FOREIGN TEACHING QUALIFICATIONS IN FINLAND

RECOGNITION OF FOREIGN TEACHING QUALIFICATIONS IN FINLAND RECOGNITION OF FOREIGN TEACHING QUALIFICATIONS IN FINLAND Publications 2010:1 RECOGNITION OF FOREIGN TEACHING QUALIFICATIONS IN FINLAND Publications 2010:1 Finnish National Board of Education Publications

More information

Republic of Albania Parliament. Law. N0. 9741, date 21.05.2007. On the Higher Education in the Republic of Albania

Republic of Albania Parliament. Law. N0. 9741, date 21.05.2007. On the Higher Education in the Republic of Albania Republic of Albania Parliament Law N0. 9741, date 21.05.2007 On the Higher Education in the Republic of Albania Pursuant to the Articles 78 and 83 point 1 of the Constitution, upon the proposal of the

More information

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2012/CP/WDE/DK

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2012/CP/WDE/DK World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2012/CP/WDE/DK Denmark Updated version, June 2012. Principles and general objectives of education

More information

REGULATIONS OF UNDERGRADUATE KAZAKH NATIONAL UNIVERSITY NAMED AFTER AL-FARABI

REGULATIONS OF UNDERGRADUATE KAZAKH NATIONAL UNIVERSITY NAMED AFTER AL-FARABI 12 REGULATIONS OF UNDERGRADUATE KAZAKH NATIONAL UNIVERSITY NAMED AFTER AL-FARABI This provision establishes the requirements for the content of education, educational trajectories of students, development

More information

The Preschool Act. No. 90, 12 June 2008. CHAPTER I Scope and Objective

The Preschool Act. No. 90, 12 June 2008. CHAPTER I Scope and Objective 1 The Preschool Act No. 90, 12 June 2008 CHAPTER I Scope and Objective Article 1 Scope This Act covers preschool activities. The preschool constitutes the first level of education in the school system

More information

FIRST AND SECOND LEVEL SPECIALIZED MASTER PROGRAMS RULES AND REGULATIONS Cohort 2014 15 and 2015 2016. RD (Rectoral Decree) no. 116, 4 agosto 2015

FIRST AND SECOND LEVEL SPECIALIZED MASTER PROGRAMS RULES AND REGULATIONS Cohort 2014 15 and 2015 2016. RD (Rectoral Decree) no. 116, 4 agosto 2015 FIRST AND SECOND LEVEL SPECIALIZED MASTER PROGRAMS RULES AND REGULATIONS Cohort 2014 15 and 2015 2016 RD (Rectoral Decree) no. 116, 4 agosto 2015 In compliance with MD (Ministerial Decree) no. 270, 22

More information

THE EDUCATION SYSTEM IN LITHUANIA

THE EDUCATION SYSTEM IN LITHUANIA THE EDUCATION SYSTEM IN LITHUANIA 2012 EDUCATIONAL PRINCIPLES! Equal opportunities! Contextual interdependence! Effectiveness! Continuity EDUCATIONAL PRINCIPLES! Educational institutions : state, municipality,

More information

International Baccalaureate

International Baccalaureate Education system International Baccalaureate The International Baccalaureate described and compared with the Dutch system This document provides information about the education system of the International

More information

Act on Public Higher Education Institutions

Act on Public Higher Education Institutions Act no. 85/2008 Draft Translation Revised December 2008 Act on Public Higher Education Institutions CHAPTER I Scope, etc. Article 1 Scope This Act applies to the University of Iceland and the University

More information

THE LITHUANIAN EDUCATION SYSTEM

THE LITHUANIAN EDUCATION SYSTEM THE LITHUANIAN EDUCATION SYSTEM THE LITHUANIAN EDUCATION SYSTEM Lithuania has 12 years of comprehensive education and three cycles of higher education, including the programmes of Bachelor, Master and

More information

---------------------------- Nursing/Midwifery School Management and Implementation Guidelines

---------------------------- Nursing/Midwifery School Management and Implementation Guidelines The English version is translated from Lao version Lao People s Democratic Republic Peace Independence Democracy Unity Prosperity ---------------------------- Ministry of Health No. 039 /MoH Vientiane,

More information

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/GS

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/GS World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2011/CP/WDE/GS Georgia Updated version, August 2011. Principles and general objectives of education

More information

TEACHING SCIENCES IN THE FINNISH COMPULSORY SCHOOL (PHYSICS, CHEMISTRY, BIOLOGY AND GEOGRAPHY) Brief description of the Finnish Educational system

TEACHING SCIENCES IN THE FINNISH COMPULSORY SCHOOL (PHYSICS, CHEMISTRY, BIOLOGY AND GEOGRAPHY) Brief description of the Finnish Educational system TEACHING SCIENCES IN THE FINNISH COMPULSORY SCHOOL (PHYSICS, CHEMISTRY, BIOLOGY AND GEOGRAPHY) Brief description of the Finnish Educational system The Educational policy of education in Finland stresses

More information

General Syllabus for Third Cycle Studies for the Degree of Doctor in Cognitive Science

General Syllabus for Third Cycle Studies for the Degree of Doctor in Cognitive Science GENERAL SYLLABUS 21 March 2013 Reg. no HT 2013/50 1 Department of Philosophy Cognitive Science General Syllabus for Third Cycle Studies for the Degree of Doctor in Cognitive Science This syllabus was approved

More information

The students performances are graded on the following scale: excellent (1), very good (2) good (3), satisfactory (4) and failed (5).

The students performances are graded on the following scale: excellent (1), very good (2) good (3), satisfactory (4) and failed (5). SLOVAK REPUBLIC Introduction In accordance with the Education Law in the Slovak Republic, compulsory school attendance is ten years and lasts until the end of the school year in which the pupil attains

More information

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/ER

World Data on Education Données mondiales de l éducation Datos Mundiales de Educación. VII Ed. 2010/11 IBE/2011/CP/WDE/ER World Data on Education Données mondiales de l éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2011/CP/WDE/ER Estonia Updated version, September 2011. Principles and general objectives of education

More information

Teacher training - B. Ed. programme for primary and lower secondary

Teacher training - B. Ed. programme for primary and lower secondary Teacher training - B. Ed. programme for The objective of the B. Ed. Programme for school teachers is to train teachers for the school and to provide a basis for further training. With a view to their professionally

More information

THE TEACHING COUNCIL [REGISTRATION] REGULATIONS IN ACCORDANCE WITH SECTION 31 OF PART 3 OF THE TEACHING COUNCIL ACTS, 2001 TO 2006 ( THE ACT )

THE TEACHING COUNCIL [REGISTRATION] REGULATIONS IN ACCORDANCE WITH SECTION 31 OF PART 3 OF THE TEACHING COUNCIL ACTS, 2001 TO 2006 ( THE ACT ) THE TEACHING COUNCIL [REGISTRATION] REGULATIONS IN ACCORDANCE WITH SECTION 31 OF PART 3 OF THE TEACHING COUNCIL ACTS, 2001 TO 2006 ( THE ACT ) The Teaching Council in exercise of the powers conferred on

More information

UNIVERSITY OF TRIESTE UNIVERSITY OF UDINE ACADEMIC REGULATIONS MASTER DEGREE PROGRAMMEME IN PHYSICS. Master Degree Programme Section LM-17

UNIVERSITY OF TRIESTE UNIVERSITY OF UDINE ACADEMIC REGULATIONS MASTER DEGREE PROGRAMMEME IN PHYSICS. Master Degree Programme Section LM-17 UNIVERSITY OF TRIESTE UNIVERSITY OF UDINE ACADEMIC REGULATIONS MASTER DEGREE PROGRAMMEME IN PHYSICS Master Degree Programme Section LM-17 DM 270/2004, art.12 R.D.A. art. 5 1 Art. 1 General rules and objectives

More information

THE ACADEMY OF HOTEL MANAGEMENT AND CATERING INDUSTRY IN POZNAŃ RULES AND REGULATIONS OF STUDIES

THE ACADEMY OF HOTEL MANAGEMENT AND CATERING INDUSTRY IN POZNAŃ RULES AND REGULATIONS OF STUDIES THE ACADEMY OF HOTEL MANAGEMENT AND CATERING INDUSTRY IN POZNAŃ RULES AND REGULATIONS OF STUDIES 1. General Regulations 1 1. The present Rules and Regulations apply to all the departments, levels and forms

More information

Regulations governing the Master s Degree Programme in LANGUAGE, SOCIETY AND COMMUNICATION (Class: LM-38) Section 1 Entrance requirements.

Regulations governing the Master s Degree Programme in LANGUAGE, SOCIETY AND COMMUNICATION (Class: LM-38) Section 1 Entrance requirements. Regulations governing the Master s Degree Programme in LANGUAGE, SOCIETY AND COMMUNICATION (Class: LM-38) Section 1 Entrance requirements. 1. Curricular requirements and their evaluation Candidates wishing

More information

Università Commerciale Luigi Bocconi

Università Commerciale Luigi Bocconi Università Commerciale Luigi Bocconi PhD Programs Academic Rules and Regulations Pursuant to MIUR decree no.45, 8th February 2013 and Ministerial guidelines, 24 th March 2014 Issued with Rectoral Decree

More information

GEDIZ UNIVERSITY UNDERGRADUATE EDUCATION AND EXAMINATION REGULATIONS PART ONE

GEDIZ UNIVERSITY UNDERGRADUATE EDUCATION AND EXAMINATION REGULATIONS PART ONE GEDIZ UNIVERSITY UNDERGRADUATE EDUCATION AND EXAMINATION REGULATIONS PART ONE Aim, Scope, Basis and Definitions Aim ARTICLE 1 (1) The aim of these regulations is to stipulate the procedure and principles

More information

Act on the Contractor s Obligations and Liability when Work is Contracted Out (1233/2006) (as amended by several Acts, including 678/2015)

Act on the Contractor s Obligations and Liability when Work is Contracted Out (1233/2006) (as amended by several Acts, including 678/2015) Unofficial Translation Ministry of Employment and the Economy, Finland September 2015 Section 1. Objectives of the Act Act on the Contractor s Obligations and Liability when Work is Contracted Out (1233/2006)

More information

Education system. Iceland. The Icelandic education system described and compared with the Dutch system

Education system. Iceland. The Icelandic education system described and compared with the Dutch system Education system Iceland The Icelandic education system described and compared with the Dutch system This document provides information about the education system of Iceland. It also includes the Dutch

More information

PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION. 12O ECTS credits. The academic year 2013/2014

PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION. 12O ECTS credits. The academic year 2013/2014 PROGRAMME AND COURSE OUTLINE MASTER S PROGRAMME IN MULTICULTURAL AND INTERNATIONAL EDUCATION 12O ECTS credits The academic year 2013/2014 Oslo and Akershus University College of Applied Sciences Faculty

More information

Rules for the PhD Programme at the Graduate School, Arts

Rules for the PhD Programme at the Graduate School, Arts Rules for the PhD Programme at the Graduate School, Arts Table Of Contents 1. Purpose, structure, etc.... 1 1.1. Purpose... 1 1.2. Organisation... 1 2. Admission etc. to the PhD programme... 2 2.1. The

More information

General Syllabus for Third Cycle Studies for the Degree of

General Syllabus for Third Cycle Studies for the Degree of GENERAL SYLLABUS 1 10 December 2015 Reg. no U 2015/469 Centre for Theology and Religious Studies Philosophy of Religion and Ethics General Syllabus for Third Cycle Studies for the Degree of Doctor in Philosophy

More information

Faculty of Science Course and Examination Regulations Master s Programmes

Faculty of Science Course and Examination Regulations Master s Programmes Faculty of Science Course and Examination Regulations Master s Programmes valid from September 01, 2010 These course and examination regulations have been drawn up in accordance with Section 7.13 of the

More information

AUSTRIA 1) EDUCATION SYSTEM

AUSTRIA 1) EDUCATION SYSTEM AUSTRIA 1) EDUCATION SYSTEM In Austria, the school system is regulated by the federal government. Therefore, apart from the pilot projects carried out within the framework of school autonomy 1, throughout

More information

NATIONAL CURRICULUM FRAMEWORK

NATIONAL CURRICULUM FRAMEWORK NATIONAL CURRICULUM FRAMEWORK FOR PRE-SCHOOL EDUCATION AND GENERAL COMPULSORY AND SECONDARY EDUCATION Republic of Croatia Ministry of Science, Education and Sports 2 NATIONAL CURRICULUM FRAMEWORK FOR PRE-SCHOOL

More information

Based on the Recognition and Evaluation of Education Act (Official Gazette of the Republic of

Based on the Recognition and Evaluation of Education Act (Official Gazette of the Republic of Based on the Recognition and Evaluation of Education Act (Official Gazette of the Republic of Slovenia, No. 73/04), the Rules on Forms, Documentation, Costs and Keeping Records in Recognition and Assessment

More information

LAW ON THE CENTRE FOR TRAINING IN JUDICIARY AND STATE PROSECUTION SERVICE

LAW ON THE CENTRE FOR TRAINING IN JUDICIARY AND STATE PROSECUTION SERVICE LAW ON THE CENTRE FOR TRAINING IN JUDICIARY AND STATE PROSECUTION SERVICE I. GENERAL PROVISIONS Scope of the Law Article 1 This Law shall establish the Centre for Training in Judiciary and State Prosecution

More information

CERTIFICATE SUPPLEMENT

CERTIFICATE SUPPLEMENT Name and Head Office of the School Awarding the Certificate: CERTIFICATE SUPPLEMENT FINAL EXAMINATION (Surname and first name) (Date and place of birth) Certificate No.: M.P. Signature of the responsible

More information

High School Graduation Requirements

High School Graduation Requirements High School Graduation Requirements Procedure No. 2410A A student graduating from a Longview high school shall receive a diploma indicating essential skills competency and exit outcomes proficiency. In

More information

(AGENDA -OVERVIEW OF THE DAY) 1. COOPERATION IN THE FIELD OF POLICIES 2. COMMUNITY PROGRAMMES 3. OTHER COMMUNITY INSTRUMENTS

(AGENDA -OVERVIEW OF THE DAY) 1. COOPERATION IN THE FIELD OF POLICIES 2. COMMUNITY PROGRAMMES 3. OTHER COMMUNITY INSTRUMENTS (AGENDA -OVERVIEW OF THE DAY) 1. COOPERATION IN THE FIELD OF POLICIES 2. COMMUNITY PROGRAMMES 3. OTHER COMMUNITY INSTRUMENTS 4. OTHER OBLIGATIONS RELATED TO THE ACQUIS 1 COOPERATION IN THE FIELD OF POLICIES

More information

LAW ON THE ADULT EDUCATION. C o n t e n t s:

LAW ON THE ADULT EDUCATION. C o n t e n t s: LAW ON THE ADULT EDUCATION C o n t e n t s: I BASIC PROVISIONS... 157 The contents of the Law (Article 1)... 157 Unique system (Article 2)... 157 The freedom of enrollment (Article 3)... 157 Aims (Article

More information

PROJECT CAR CAREERS. WORK PACKAGE 3 MAY 2009 National report: National Qualifications Framework in Slovenia. Andrej Vukovič

PROJECT CAR CAREERS. WORK PACKAGE 3 MAY 2009 National report: National Qualifications Framework in Slovenia. Andrej Vukovič Public Services Trade Unions Confederation of Slovenia PROJECT CAR CAREERS WORK PACKAGE 3 MAY 2009 National report: National Qualifications Framework in Slovenia Andrej Vukovič Center of the Republic of

More information

General Syllabus for Doctoral (third- cycle) Education in Research on Arts Education at the University of Gothenburg

General Syllabus for Doctoral (third- cycle) Education in Research on Arts Education at the University of Gothenburg Reg. nr. U 2014/280 General Syllabus for Doctoral (third- cycle) Education in Research on Arts Education at the University of Gothenburg 1. Decision Regulations regarding doctoral (third- cycle) education

More information

GIRNE AMERICAN UNIVERSITY TEACHING AND EXAMINATION BY LAW FOR ASSOCIATE AND BACHELOR S DEGREES

GIRNE AMERICAN UNIVERSITY TEACHING AND EXAMINATION BY LAW FOR ASSOCIATE AND BACHELOR S DEGREES GIRNE AMERICAN UNIVERSITY TEACHING AND EXAMINATION BY LAW FOR ASSOCIATE AND BACHELOR S DEGREES Name 1. This by law is referred to as the Girne American University Teaching and Examination By law for Associate

More information

Education Administrator, Director and Principal Careers, Jobs, and Employment Information

Education Administrator, Director and Principal Careers, Jobs, and Employment Information Education Administrator, Director and Principal Careers, Jobs, and Employment Information Career and Job Highlights for Education Administrators Qualifications such a master s or doctoral degree and experience

More information

National Report regarding the Bologna Process implementation 2009-2012. Denmark

National Report regarding the Bologna Process implementation 2009-2012. Denmark National Report regarding the Bologna Process implementation 2009-2012 Denmark 1 Part 1.0 BFUG Data Collection: administrative information For which country do you fill in the questionnaire? Denmark Name(s)

More information